Curriculum, Pedagogy and Assessment, 1st Edition, Kennedy & Henderson

1st Australian Edition

Navigate the challenges and opportunities of post-COVID-19 classrooms with this comprehensive, up-to-date guide to curriculum, pedagogy and assessment in Australia.

Suitable for standalone or combined courses in Curriculum and Assessment, Curriculum, Pedagogy and Assessment highlights the distinctive professional activities of teachers, and the core goal of facilitating student learning. In the post-COVID return to school, student wellbeing has taken on a new urgency. This text integrates discussion of wellbeing and its influence on learning, encouraging a mindful focus on student wellbeing in classrooms across the country.

Curriculum, Pedagogy and Assessment provides a balance of theoretical information and practical advice that busy teachers will find both thorough and actionable, including coverage of pedagogy and digital technology in the classroom, and a focus on diversity in representation and perspectives. All content reflects the current Australian Curriculum, and chapters are mapped to AITSL Teacher Standards.

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Table of Contents

Exploring curriculum, pedagogy and assessment and the implications for classrooms
Recontexualising curriculum, pedagogy and assessment
Teachers as curriculum developers
Implementing the Australian Curriculum: Development, pedagogies and assessment
Classrooms for all students: Catering for diversity
Engaging with Asia and the world
Digital technology – no longer optional for schools
Assessment concepts and values
Assessment practices and learning
Self and peer assessment
External school assessments – purpose and classroom strategies
Making learning assessments transparent: Professional judgements and recording results
Reporting assessment results – involving parents and carers in supporting students' learning progress
Leadership for curriculum and assessment – 'Leading for learning'
Futures for curriculum, pedagogy and assessment: Challenges for creative and innovative teachers

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"We see the integration of curriculum, pedagogy and assessment as the key to successful teaching and student learning. These may be seen as separate processes, but they have to come together for teachers planning day to day learning activities for students."

Kerry Kennedy

Professor Kerry Kennedy started his professional life as a secondary teacher in New South Wales schools teaching English and History. After postgraduate study in both Australia and the United States, he worked in a number of Australian higher education institutions with interests in curriculum studies and citizenship education. Since 2001 he has worked at The Education University of Hong Kong. He is a Fellow of the Australian College of Educators and a Life Member of the Australian Curriculum Studies Association. In 2018 he was awarded the Outstanding Achievement Award by the Citizenship Identity and Citizenship Education European Association.

Deborah Henderson

Associate Professor Deborah Henderson taught in Queensland schools for 16 years prior to working at the Queensland University of Technology. She is a Past President of the History Teachers’ Association of Australia and the Queensland History Teachers’ Association. Her work as a pre-service teacher educator was recognised nationally by the Australian Learning and Teaching Council (ALTC) with an ALTC Teaching Citation for her contributions to student learning in 2009 and an ALTC Teaching Excellence Award in 2010. Deborah is a Senior Fellow of the Higher Education Academy and a Life Member of the Australian Curriculum Studies Association.

We would like to acknowledge the contribution of Professor Laurie Brady to this text. We were able to draw on chapters from Curriculum Construction (6th edition) and Assessment and Reporting (5th edition) to which he contributed. Professor Brady has been a prolific writer, including not only professional texts, but also poetry and fiction. We are grateful to him for his generosity.

Understand what you'll learn

Readers can easily see what knowledge they are working towards with Learning Objectives, key terms and AITSL Standards listed at the start of each chapter.

Review and consolidate your knowledge

In-chapter and end-of-chapter questions provide opportunities for reviewing the main ideas in the chapter and engaging in research and reflection activities.

See examples of real-world application

A case study at the end of each chapter shows how ideas highlighted in the chapter are applied in practice.

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